Music Objectives Planning in Prevailing Psychomotor Domain

Transcription

1 Barbara Sicherl-Kafol, Olga Denac, Jerneja Denac, Konstanca Zalar Slovenia Music Objectives Planning in Prevailing Psychomotor Domain Abstract The paper presents the results of a study in which we analysed planning of musical objectives in the psychomotor domain prepared by 372 Slovenian general education teachers. The research results showed high share of objectives pertaining to the taxonomy category of speech behaviours, which was followed by the categories of gross bodily movements, finely coordinated movements and non-verbal communication. The above facts confirm that music objectives can be classified in the prevailing psychomotor domain and show the utilization of a chosen taxonomy model. The research results also indicate that Slovenian general education teachers are aware of the need for active approaches to music teaching although they pay less attention to music objectives planning in the category of non-verbal communication which exceeds the mere use of words and represents the basis for contemporary approach of music teaching through musical doing and making. Keywords: music education, music objectives, lesson plan, primary school, psychomotor learning domain Introduction In pursuit of a quality music education the teacher is faced with the question of what musical knowledge and skills enable higher quality of music teaching/ learning and how to achieve that. In line with process-objective curriculum guidelines and the humanistic-constructivist paradigm, we talk about holistic learning which presupposes a balanced

2 102 Barbara Sicherl-Kafol, Olga Denac, Jerneja Denac, Konstanca Zalar development of various learning domains. Thus, the quality of music education is conditioned by implementation of musical learning objectives in different learning domains through active acquisition of learning experience which represents the basis for the development of musical skills and knowledge. According to the process-objective curriculum guidelines of music education planning, fulfilment of musical objectives in different learning domains is very important. Within this framework, musical objectives in the psychomotor domain represent the basis for curriculum-as-practicum, which follows the principle that our musical knowledge is in our actions: our musical thinking and knowing are in our musical doing and making (Elliott, 1995, p. 56). Music education in Slovenian (especially) lower classes of primary school (pupils aged 6, 7, and 8) is based on the importance of active approaches to music teaching (Syllabus: Primary School Programme, Music Education, 2011). Music objectives in the psychomotor domain make part of the majority of musical activities, especially singing and playing instruments, as well as expressing musical experience with movement and art. They have an important influence on the formation of children s sound concepts. With movement they can concretize the abstract nature of musical parameters. In doing so, they develop the sensitivity and knowledge necessary for the transfer of musical experiences and concepts into motor expression. In the Slovenian syllabus for music education in primary schools, musical objectives in the psychomotor domain are defined as: development of musical abilities and skills with active forms and methods of work: motor-dance, dance, artistic and verbal expression of musical experience and notions (ibid, p. 5). As the impacts of musical objectives on learning development are complex, we categorise them according to the taxonomy of the prevailing affective, psychomotor and cognitive learning domains. In comparison to the taxonomy of the cognitive (an overview of which is provided in: Anderson et al., 2001) and affective (Krathwohl et al., 1964) domains, there are fewer models for categorization of education objectives in the psychomotor domain (Simpson, 1966; Harrow, 1972). Research Problem Many authors (Harrow, 1972; Kibler et al., 1970) state that in comparison to the cognitive and affective domains, little work has been done in the psychomotor domain. Due to the importance of active acquisition of music learning experience through motor response there is a need for a functional taxonomy of observable behaviours in this learning domain. In this paper we will refer to Kibler s et al. taxonomy (Kibler et al., 1970).

3 Music Objectives Planning 103 Research Focus Many studies confirm that teaching music is a major challenge for general education teachers as they do not have enough professional confidence (Holden & Button, 2006; Bamford, 2009; Taggart et al., 2004; Eurydice, 2009). It has also been recognised (Denac, 2002) that in the Slovenian preschool and early primary school, music education does not follow the active teaching approach. Based on the problems described, we analysed the extent to which Slovenian general education teachers follow the principles of music objectives planning in the psychomotor domain as a basis for an active music teaching approach. Research questions: What is the extent of musical objectives planned per lesson plan in the taxonomy for the prevailing psychomotor domain? Are there any differences between student teachers and in-service general education teachers with respect to the extent of musical objectives planned per lesson plan in the taxonomy for the prevailing psychomotor domain? Research Methodology Research sample The research was carried out in 2010 at the Faculty of Education, University of Ljubljana, Slovenia. It involved a sample of 372 Slovenian student teachers and in-service general education teachers who, working in pairs, prepared 186 lesson plans for music education. Collecting of data Data were collected by analysing 186 lesson plans for music education in the first four grades of Slovenian primary school (pupils aged between 6 and 9). 120 lesson plans (64.5%) were prepared by student teachers (full-time students of primary education) and 66 (35.5%) by in-service general education teachers (part-time students of primary education). Processing of data For data processing, frequency distribution of variables (f, f%) was used along with some descriptive statistics (arithmetic mean, standard deviation). For the comparison of arithmetic means of two groups a t-test was used.

4 104 Barbara Sicherl-Kafol, Olga Denac, Jerneja Denac, Konstanca Zalar Results and Discussion The results are presented in the following subparts according to the basic research questions. Representation of musical objectives planned per Slovenian lesson plan in the taxonomy of the prevailing psychomotor domain The following subpart presents the findings of the study relating to the music objectives planning in the prevailing psychomotor domain (Table 1). Table 1 contains the arithmetic means and standard deviations for musical objectives in the prevailing taxonomy categories of the psychomotor domain. Music objectives were analysed according to Kibler s et al. taxonomy (1970) with the following categories: Gross Bodily Movements, Finely Coordinated Movements, Non-Verbal Communication Behaviours, Speech Behaviours. The analysis of the average representation of musical objectives per lesson plan according to the taxonomy for the psychomotor domain (Kibler et al., 1970) shows that general teachers in this study population pay most attention to the objectives in the category of Speech Behaviours with the subcategories of Sound Production, Sound-Word Formation, Sound Projection and Sound-Gesture Coordination. Representation of musical objectives in the Speech Behaviours category shows that general education teachers are aware of the importance of developing performing skills among which formation, production and projection of sound are a very important part of the vocal technique. At the early primary school stage pupils need a lot of practice and training in formation of individual sounds and clear articulation, which could be obtained through musical objectives of rhythmic speech, breathing exercises, singing articulation, singing phrases, etc. Systematic and continuous objectives planning in this area is very important and requires accurate demonstration, a large amount of exercise and repetition as well as immediate feedback on articulation accuracy. The second most represented group of objectives pertains to the category of Gross Bodily Movements with the subcategories of Movements Involving the Upper Limbs, Lower Limbs and Movements Involving Two or More Bodily Units. Planning musical objectives in the category of Gross Bodily Movements involves interaction of movement with musical activities, such as singing, playing instruments, rhythmical articulation, listening to music, creating music and by music, all of which stimulates the development of musical abilities, skills and knowledge. Gross body movements (e.g. walking, hopping, running, etc.) can express various

5 Music Objectives Planning 105 Table 1. Average representation of musical objectives by the taxonomy categories for the psychomotor domain planned per lesson plan prepared by student teachers or in-service general education teachers. Domain Group n Arithm. Mean Standard Deviation GBM-ul GBM-ll GBM-mu FCM-hf FCM-heef FCM-cc NC SB-sp: SB-sw SB-sp ST CT ST CT ST CT ST CT ST CT ST CT ST CT ST CT ST CT ST CT Legend: ST student teachers, CT in-service teachers, GBM-ul: gross bodily movements of upper limbs, GBM-ll: gross bodily movements of lower limbs, GBM-mu: gross bodily movements movements involving two or more bodily units, FCM-hf: finely coordinated movements hand finger movements, FCM-co: finely coordinated movements hand eye ear foot, FCM-cc: finely coordinated movements other combinations of hand foot eye ear movements, NC non-verbal communication behaviors, SB-sp: speech behaviors sound production, SB-sw: speech behaviors sound-word formation, SB-sp: speech behaviors sound projection. musical parameters (Kenney, 1997) and enable effective experience for musical development. Through gross body movements pupils concretize the abstract nature of musical parameters (e.g. indicate pitch with their hands, get to feel the metre and duration by stepping, express dynamics and tempo with movements of the entire body, etc.) and shape musical conceptions that form the basis of musical thinking.

6 106 Barbara Sicherl-Kafol, Olga Denac, Jerneja Denac, Konstanca Zalar However, these skills do not develop spontaneously in children, so they have to be systematically developed and enhanced (Logan et al., 2011). The third represented group of musical objectives pertained to the category of Finely Coordinated Movements with the subcategories: Hand-Finger movements, Hand-Eye Coordination, Hand-Ear Coordination, Hand-Eye-Foot Coordination and Other Combinations of Hand-Foot-Eye-Ear Movements. Among them the majority of objectives were planned in the subcategory of Other Combinations of Hand-Foot-Eye-Ear Movements, followed by the joint subcategories of Hand-Eye Coordination, Hand-Ear Coordination, Hand-Eye-Foot Coordination. The least represented is the subcategory of Hand-Finger Movements. The results show that the general education teachers in this study population follow the continuity psychomotor objectives planning which, in the early primary education period, gradually progresses from gross to fine movements. In accordance with other studies (Zachopoulou et al., 2004; Sicherl-Kafol, 2001) we point out that implementation of finely coordinated movements through the use of body percussion (clapping, stepping, etc.) and Orff instruments, has a positive influence on children s perceptions of musical parameters such as rhythm (Weikart et al., 1987; Zachopoulou et al., 2003), metre, tempo, etc. Based on the above-mentioned studies it is possible to conclude that movement-based approaches to music education enable progress in the cognitive learning domain through development of musical knowledge and skills. The results also show that the teachers in this study population pay the least attention to the objectives in the category Non-Verbal Communication Behaviors, which include facial expressions, gestures, bodily movements or a combination of the three. (Kibler et al., 1970, p.71). Since authentic musical teaching/learning is possible only through performing, listening and improvising in connection of sound and movement activities, the research results suggest that teachers should pay more attention to authentic (non-verbal) music objectives planning. Difference between Slovenian student teachers and in-service general education teachers regarding the representation of musical objectives in the taxonomy for the psychomotor domain Further on, we have examined the difference between the Slovenian student teachers and in-service general education teachers regarding the representation of musical objectives in the taxonomy for the psychomotor domain (Table 2). The analysis shows that statistically important differences in the subcategory of Other Combinations of Hand-Foot-Eye-Ear Movements are the in-service general

7 Music Objectives Planning 107 Table 2. Difference between student teachers and in-service general education teachers regarding the representation of musical objectives in the taxonomy for the psychomotor domain. Domain t- coefficient Degrees of Freedom Statistical Significance Level Mean Difference Standard Error of the Mean GBM-ul GBM-ll GBM-cm FBM-h/f FBM-co FBM-cc NC SB-fs: SB-fw: SB-sp: Legend: GBM-ul: gross bodily movements of upper limbs, GBM-ll: gross bodily movements of lower limbs, GBM-mu: gross bodily movements movements involving two or more bodily units, FCM-hf: finely coordinated movements hand finger movements, FCM-co: finely coordinated movements hand eye ear foot, FCM-cc: finely coordinated movements other combinations of hand foot eye ear movements, NC non-verbal communication behaviors, SB-sp: speech behaviors sound production, SB-sw: speech behaviors sound-word formation, SB-sp: speech behaviors sound projection. education teachers favourite, while in the Speech Behaviours subcategory of Sound Production they are the student teachers favourite. The in-service general education teachers also achieved statistically significant differences in planning objectives in the category of Non-Verbal Communication. Non-verbal communication, which includes objectives such as mimicking to express emotions and experiencing of music, movements of hands to translate musical messages and movements of the whole body to express musical experience and perceptions, requires implementation of specific non-verbal music teaching methods that exceed the mere use of speech. Taking into account the fact that there is a reciprocal relationship between teaching methods and learning objectives (Marentič Požarnik, 2000; Hus, Kordigel Aberšek, 2011) and that the teacher has to be able to use various different teaching methods, we can assume that the Slovenian in-service general education teachers have more methodological knowledge in this area due to years of experience in the practice of music teaching.

8 108 Barbara Sicherl-Kafol, Olga Denac, Jerneja Denac, Konstanca Zalar Conclusion Even though it is difficult to generalise, given the limited research sample in this study, we can nevertheless sum up that: music objectives in the prevailing psychomotor learning domain could be classified according to the taxonomy of the psychomotor domain; Kibler s et al. (1970) taxonomy of the psychomotor domain enables effective classification of music objectives; according to Slovenian Syllabus for Primary School Programme (2011) Slovenian general education teachers are aware of the necessity to use active approaches to music teaching through music objectives planning in the psychomotor domain, however, they should pay more attention to music objective planning in the category of non-verbal communication, which exceeds the mere use of words, in order to promote musical teaching/learning through action and within action by means of practical orientation of music education (Elliott, 1995, 2005). A detailed analysis of psychomotor music-objectives planning showed which objectives are the most commonly planned by the Slovenian general education teachers. In the classification of musical behaviours they pay the most attention to the category of Speech Behaviours, which is followed by the categories of Gross Bodily Movements, Finely Coordinated Movements and Non-Verbal Communication. Compared to the student teachers, the in-service general education teachers plan more objectives in the category of Finely Coordinated Movements and category of Non-Verbal Communication, while the student teachers plan more objectives in the category of Speech Behaviours. On the basis of the study results we can conclude that Slovenian in-service general education teachers have advantage over student teachers as regards the realization of musical objectives of Non-Verbal Communication, which require more pedagogical-didactic knowledge and skills. Thus, we can assume that more years of teaching practice have a positive influence on didactic competences for music teaching. But the results also show that both study groups pay the least attention to musical objectives planning in Non-Verbal communication. This raises the question whether they are aware enough of and trained enough for specific demands of teaching music through authentic music teaching strategies which require the use of non-verbal teaching strategies. If we agree that music education should follow an overall concept of the music curriculum-in-action (Elliott, 1995, p. 259) as well as that authentic musical problems should be solved through active (non-verbal) music making, then the teachers in this

9 Music Objectives Planning 109 study population should pay more attention to music objectives planning in the category of Non-Verbal Communication. The analysis of musical objectives by Kibler s et al. taxonomy (1970) for the psychomotor domain also confirmed the applicability of the model for musical objective planning as it provides psychomotor behaviours which are observable and can be objectively measured in music education. There are some doubts and criticism regarding this taxonomy. Harrow (1972) points out that according to Kibler s et al. taxonomy (1970) some behaviours would be difficult to categorize into particular domains. However, on the basis of this study we can conclude that this model enables effective classification of musical objectives in the psychomotor domain. By this model musical objectives of performing, listening and improvising activities raise from lower to higher classification levels, i.e. from gross to fine body movements and from non-verbal (through sound and movement) to speech communication (talking about music). It is necessary to emphasise that music education planning in motor fields represents an essential basis for musical development in the cognitive domain including musical understanding and knowing. In Elliott s words (1995, p. 61) we can say that verbal concepts about musical works and music making ought to emerge from and be discussed in relation to ongoing efforts to solve authentic musical problems through active music making. Although we can sum up that Slovenian general education teachers are aware of active approaches to music teaching through music objectives planning in the psychomotor domain, we must be aware of the limitation of the research results. The quality of music education is not limited by music objectives planning, but it also involves the quality of their realization through teaching/learning strategies and other didactic elements (content, music activities, etc.). Therefore, the results opened up possibilities for further research that could consider whether the objectives of the psychomotor domain are mutually connected with authentic music teaching/learning strategies and to what extent their interaction represents a stimulating and active learning environment for the development of musical skills and knowledge in the cognitive learning domain as well as emotional and social responses in the affective domain.

10 110 Barbara Sicherl-Kafol, Olga Denac, Jerneja Denac, Konstanca Zalar References Anderson, L.W., D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank, R.E. Mayer, P.R. Pintrich, J. Raths & M.C. Wittrock (2001). A Taxonomy for Learning, Teaching, and Assessing A Revision of Bloom s Taxonomy of Educational Objectives. New York: Longman. Bamford, A. (2009). The Wow Factor: Global research compedium on the impact of the arts in education. Berlin: Waxmann Verlag. Denac, O. (2002). Music and holistic development of child s. Ljubljana: Zavod Republike Slovenije za šolstvo. [In Slovenian] Elliott, D. (1995). Music Matters: A New Philosophy of Music Education. Oxford, New York: Oxford University Press. Elliott, D. (2005). Praxial Music Education; Reflections and Dialogues. Oxford, New York: Oxford University Press. Eurydice (2009). Arts and Cultural Education at School in Europe Curricula and initiatives.brussels: EACEA P9 Eurydice. Harrow, A. (1972). A taxonomy of the psychomotor domain: A guide for developing behavioral objectives. New York: David McKay. Holden, H., Button, S. (2006). The teaching of music in the primary school by the non-music specialist. British Journal of Music Education, 23 (1), Hus, V., Kordigel Aberšek, M. (2011). Questioning as a mediation tool for cognitive development in early science teaching. J. Balt. sci. educ.10 (1), Kenney, S. (1997). Music in the developmentally appropriate integrated curriculum. In: Krathwohl, D.R., B.S. Bloom & B.B. Masia, (1964). Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook II: Affective Domain. David McKay Company, Inc., New York. Kibler, R., J., Barker, L., L., & Miles, D., T. (1970). Behavioral Objectives and Instruction. Boston: Allyn & Bacon. Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1964). Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Company, Inc. Logan, S., W. Robinson, E. Leah, A.E. Wilson & W.A. Lucas (2011). Getting the fundamentals of movement: a meta-analysis of the effectiveness of motor skill interventions in children. Child: care, health and development. Retrieved 3/04/2013, from Marentič Požarnik, B. (2000). Psychology of learning and teaching. Ljubljana: DZS. [In Slovenian] Sicherl-Kafol, B. (2001). Holistic Music Education.Ljubljana: Debora. [In Slovenian]

11 Music Objectives Planning 111 Simpson, E.J. (1966). The Classification of Educational Objectives, Psychomotor Domain. Research Project at the University of Illinois. Syllabus: Primary School Programme, Music Education. (2011). Ljubljana: Ministrstvo za šolstvo, znanost in šport, Zavod Republike Slovenije za šolstvo. [In Slovenian] Taggart, G., Whitby, K. & Sharp, C. (2004). Curriculum and Progression in the Arts: An International Study. Final report. London: Qualifications and Curriculum Authority. Weikart, P., L. Schweihart & M. Larner. (1987). Movement curriculum improves children s rhythmic competence. High/Scope Resource, 6 (1), Zachopoulou, E., V. Derri, D. Chatzopoulos & T. Ellinoudis. (2003). Application of Orff and Dalcroze activities in preschool children: Do they affect the level of rhythmic ability? Physical Educator, 60 (2), Zachopoulou, E., Tsapakidou, A., Derri, V. (2004). The effects of a developmentally appropriate music and movement program on motor performance. Early Childhood Research Quarterly